My first thought is that this is a pretty gutsy move on the part of the private Christian high school. There seem to be a number of gaps, unanswered questions, and uncertainties. While one hand may say that they are jumping off a cliff into the unknown, the other hand is applauding their techno-bravo in parachuting over the edge with what, inevitably, is the direction of education and curriculum delivery. The teachers have had access to the use of various technologies, though it doesn’t say how long, and the use of iPads for themselves for nine months for curriculum development. I find it interesting that the administrator is unclear on funding for the iPads, the capability of existing Wi-Fi services, and physical security. Problem solving on the fly may be what it takes. It is like waiting to start a family until you can afford it; you’ll never have kids! My greatest concern in response to the article is related to teacher preparation. Yes, they have had the iPads in their hands for nine months however, the article does not delineate any training specific to the teachers and curriculum. The six broad principles are very student oriented. It may end up that the students will be teaching the teachers to meet the those standards.
"Measuring the iPad's Potential for Education"
My overall impression and excitement as a result of reading this article is that we truly are just on the cusp of something momentous. It can't be compared to "the tip of the iceberg" because the berg hasn't been created yet. The app explosion since the introduction of the iPad in 2010 is testimony to the vast array of capabilities and potential uses the iPad has. Everyone and anyone can create an app which is a platform and opportunity never seen before. The idea of teaching becoming easier the more students have access to the Internet seems a bit "pie in the sky" to me. Easier? I'm not sure, but definately different. Right now, for students who have been introduced to this technology while in school, the novelty certainly increases curiosity and motivation to use the iPad. I am sure they are learning, something. Reigning in the technology to accomplish academic goals may be the challenge. For future students who will have been raised on "dynamic content", I wonder how high the bar will have to be raised to keep them curious and motivated.
This article included three shout-outs on teaching screenagers discussing the needs to connect with screenagers, bridge the gap between teachers and students, and to provide the world language skills students will need in this century. Looking to the future to educate in the present is not a new concept though it may seem more urgent now than ever as far as technology goes. The art of teaching hasn't changed. Lessons and materials still need to be engaging for students, no matter what bells and whistles are within the classroom. Work is work. The challenge is to still create meaningful material to engage students. The suggestion is made that engaged conversations may be more appealing to students in an online environment which seems reasonable to consider. The technology gap between teachers and students is apparent and we must work together to help bridge the difference in tech saviness. We are encouraged to take advantage of lessons students have to offer. The online world offers not only quick access to information but also the instant feedback so desirable to today's students. Students can help us "speak the language of technology." The third point brought to focus the need for language skills for student success in the future. "Partnerships for 21st Century Skills identifies world languages as a core subject in its framework of skills students will need in this century." The use of social media to connect students to their peers in other cultures is limitless and should be being utilized for the future success of our students. All three articles offered practical applications that are very doable in today's classroom - even mine.
My first thought is that this is a pretty gutsy move on the part of the private Christian high school. There seem to be a number of gaps, unanswered questions, and uncertainties. While one hand may say that they are jumping off a cliff into the unknown, the other hand is applauding their techno-bravo in parachuting over the edge with what, inevitably, is the direction of education and curriculum delivery.
The teachers have had access to the use of various technologies, though it doesn’t say how long, and the use of iPads for themselves for nine months for curriculum development. I find it interesting that the administrator is unclear on funding for the iPads, the capability of existing Wi-Fi services, and physical security. Problem solving on the fly may be what it takes. It is like waiting to start a family until you can afford it; you’ll never have kids!
My greatest concern in response to the article is related to teacher preparation. Yes, they have had the iPads in their hands for nine months however, the article does not delineate any training specific to the teachers and curriculum. The six broad principles are very student oriented. It may end up that the students will be teaching the teachers to meet the those standards.
"Measuring the iPad's Potential for Education"
My overall impression and excitement as a result of reading this article is that we truly are just on the cusp of something momentous. It can't be compared to "the tip of the iceberg" because the berg hasn't been created yet. The app explosion since the introduction of the iPad in 2010 is testimony to the vast array of capabilities and potential uses the iPad has. Everyone and anyone can create an app which is a platform and opportunity never seen before. The idea of teaching becoming easier the more students have access to the Internet seems a bit "pie in the sky" to me. Easier? I'm not sure, but definately different. Right now, for students who have been introduced to this technology while in school, the novelty certainly increases curiosity and motivation to use the iPad. I am sure they are learning, something. Reigning in the technology to accomplish academic goals may be the challenge. For future students who will have been raised on "dynamic content", I wonder how high the bar will have to be raised to keep them curious and motivated.
"Teaching Screenagers"
http://www.ascd.org/ascd-express/vol6/609-toc.aspx
This article included three shout-outs on teaching screenagers discussing the needs to connect with screenagers, bridge the gap between teachers and students, and to provide the world language skills students will need in this century. Looking to the future to educate in the present is not a new concept though it may seem more urgent now than ever as far as technology goes. The art of teaching hasn't changed. Lessons and materials still need to be engaging for students, no matter what bells and whistles are within the classroom. Work is work. The challenge is to still create meaningful material to engage students. The suggestion is made that engaged conversations may be more appealing to students in an online environment which seems reasonable to consider. The technology gap between teachers and students is apparent and we must work together to help bridge the difference in tech saviness. We are encouraged to take advantage of lessons students have to offer. The online world offers not only quick access to information but also the instant feedback so desirable to today's students. Students can help us "speak the language of technology." The third point brought to focus the need for language skills for student success in the future. "Partnerships for 21st Century Skills identifies world languages as a core subject in its framework of skills students will need in this century." The use of social media to connect students to their peers in other cultures is limitless and should be being utilized for the future success of our students. All three articles offered practical applications that are very doable in today's classroom - even mine.